i

The English Language LearnerCan Do Booklet

Grades 9-12

INCLUDES:Performance Definitions

Can Do Descriptors

For use in conjunction with the WIDA English Language Proficiency Standards

WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT

Copyright Notice

2012 Board of Regents of the University of Wisconsin System. The WIDA English Language Learner Can Do Booklet, Grades 9-12, may not be reproduced, modified, or distributed without prior written permission from the WIDA Consortium. The WIDA ELL Can Do Booklet is for your personal, noncommercial use only. Fair use of the WIDA ELL Can Do Booklet includes reproduction for the purpose of teaching (including multiple copies for lesson planning).

To order more copies of this booklet, please visit www.wida.us or contact the WIDA Help Desk at toll free 1-866-276-7735 or e-mail help@wida.us.

2012 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortiumwww.wida.us.

1

Foreword: The WIDA English Language Learner Can Do Booklet

The WIDA Consortium, from its conception, envisioned a system of standards and assessments that would assist schools in teaching academic language to English Language Learners (ELLs). This dream, now a reality, includes the development of practical tools to guide teachers when designing and implementing lessons, monitoring student progress, determining student language proficiency levels, collaborating across programs, and conveying results to ELLs and their parents.

The WIDA English Language Learner Can Do Booklet is a very important contribution to meeting these goals. The booklet complements the WIDA English Language Proficiency Standards and provides a valuable set of resources aligned to the Performance Definitions for the levels of English language proficiency. WIDAs professional development program works with these resources to assist teachers in embedding academic English into content lessons and working school-wide to ensure the academic success of our culturally and linguistically diverse learners.

The WIDA Consortium recognizes that as a teacher of ELLs, you have a challenging but crucial job within your school. We sincerely hope that this booklet and other WIDA resources help to make your work more effective and your students more successful both in learning English and mastering challenging academic content.

Timothy Boals, Ph.D.Executive DirectorWIDA Consortium

2

Introduction

The resources contained in this booklet are intended to support classroom instruction. As with all WIDA products and services, they address language proficiency in relation to five English language proficiency (ELP) standards:

Social and Instructional Language The Language of Language Arts The Language of Mathematics The Language of Science The Language of Social Studies

The following table displays the major components of WIDAs standards-based system. The bold-faced components are included in this booklet and listed in the order in which they appear.

Components of WIDAs Standards-based System

Standards-based Component Distinguishing Feature

Strands of Model Performance Indicators as representative of the WIDA English Language Proficiency Standards

Illustrate how English language learners process and use language for each English language proficiency standard, language domain, and language proficiency level by grade level cluster

Performance Definitions Outline how English language learners process and use language for each level of language proficiency in grades K-12

Can Do Descriptors Describe how English language learners process and use language for each language domain and level of language proficiency by grade level cluster

Speaking and Writing Rubrics Document how English language learners process and use language in the domain of speaking or writing for each level of language proficiency based on three criteria: linguistic complexity, vocabulary usage, and language control in grades K-12

3

The resources contained in this booklet are intended to support classroom instruction. The Performance Definitions (see page 4) provide criteria that shape each of the six levels of English language proficiency. The three bullets within each proficiency level in the Performance Definitions represent:

Linguistic Complexity the amount and quality of speech or writing for a given situation

Vocabulary Usagethe specificity of words or phrases for a given context

Language Controlthe comprehensibility of the communication based on the amount and types of errors

The Performance Definitions provide a concise, global overview of language expectations for each level of English language proficiency.They span the spectrum of grade levels which means that educators must interpret the meaning of the Definitions according to studentscognitive development due to age, their grade level, their diversity ofeducational experiences, and any diagnosed learning disabilities (ifapplicable). For example, in level 5, extended oral or writtendiscourse would probably be indicated by a 1st grade students ability to orally retell a story in a series of sentences using simpletransition words. However, a middle school student might be expected to exhibit linguistic complexity at level 5 by incorporating a variety of sentence structures in an essay several paragraphs in

length. It is important to recognize that the Performance Definitions are the basis for use of other standards-based resources such as the Can Do Descriptors. The Can Do Descriptors (see pages 6-7) are the centerpiece of this booklet, designed to support teachers by providing them with information on the language students are able to understand and produce in the classroom. What is unique about the Can Do Descriptors is that they apply to all five English language proficiency standards, which means they provide an opportunity to link language development across all academic content areas. The Descriptors are intended to be used in tandem with the Performance Definitions. This is because the quantity and quality of language expected at a particular level of language proficiency may not be fully indicated within the Can Do Descriptor for each language domain and proficiency level.

For example, the Can Do Descriptors show that students may be able to identify at various levels of language proficiency, but the language (linguistic complexity, vocabulary usage, and language control) they use will vary tremendously. At one end of the spectrum, beginning English language learners may identify by pointing or using short words or phrases, whereas at the end of the language development continuum, students will begin to identify complex themes and ideas described in detailed technical language.

4

Performance Definitions for the Levels of English Language Proficiency in Grades K-12

At the given level of English language proficiency, English language learners will process, understand, produce, or use:

6Reaching

specialized or technical language reflective of the content areas at grade level a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified grade level oral or written communication in English comparable to English-proficient peers

5Bridging

specialized or technical language of the content areas a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays, or reports oral or written language approaching comparability to that of English-proficient peers when presented with grade-level material

4Expanding

specific and some technical language of the content areas a variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences, or paragraphs oral or written language with minimal phonological, syntactic, or semantic errors that do not impede the overall meaning of the

communication when presented with oral or written connected discourse with sensory, graphic, or interactive support

3Developing

general and some specific language of the content areas expanded sentences in oral interaction or written paragraphs oral or written language with phonological, syntactic, or semantic errors that may impede the communication, but retain much of its

meaning, when presented with oral or written, narrative, or expository descriptions with sensory, graphic, or interactive support

2Beginning

general language related to the content areas phrases or short sentences oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when

presented with one- to multiple-step commands, directions, questions, or a series of statements with sensory, graphic, or interactive support

1Entering

pictorial or graphic representation of the language of the content areas words, phrases, or chunks of language when presented with one-step commands, directions, WH-, choice, or yes/no questions, or statements

with sensory, graphic, or interactive support oral language with phonological, syntactic, or semantic errors that often impede meaning when presented with basic oral commands, direct

questions, or simple statements with sensory, graphic, or interactive support

5

Grade Level Cluster Can Do Descriptors

The grade level cluster Can Do Descriptors have been created by teachers, primarily for teachers, who work with English language learners throughout the consortium. During 2007-08, over 900 teachers and administrators participated in refining and validating five grade level clusters of Descriptors from the original document spanning the K-12 spectrum. These Descriptors for the four language domainslistening, speaking, reading, and writingand five levels of English language proficiency are based on the WIDA English Language Proficiency Standards.

Interpretation of the Can Do DescriptorsTo maintain the succinctness of the individual statements, some basic assumptions need to be made in interpreting the Can Do Descriptors.

1. Sensory, graphic, or interactive support are present through language proficiency level 4, Expanding.

2. English language learners can process or produce the language associated with the stated language functions.

3. Linguistic complexity, vocabulary usage, and language control increase incrementally as students move from one English language proficiency level to the next.

The Can Do Descriptors are a sampling of the language expectations of English language learners as they travel along the continuum of English language development. Unlike the strands of model performance indicators that scaffold across levels of language proficiency, the Can Do Descriptors function independently within a given level of language proficiency.

Uses for the Can Do Descriptors

The Can Do Descriptors are a resource, in addition to the English language proficiency standards, to use in classrooms with English language learners. As an instructional assessment tool, language teachers may:

Share the Descriptors with classroom teachers and administrators to describe the second language acquisition process around the levels of English language proficiency

Provide resource teachers, such as Title I or literacy coaches, additional information about English language learners

Use to plan with tutors or mentors who work with English language learners

Develop or co-develop lessons and units of study with differentiated language objectives

Set language goals with their English language learners* Explain to parents students progress in listening, speaking,

reading, and writing* Suggest language goals to be incorporated into Individual

Education Programs (IEPs) for English language learners with diagnosed disabilities

Translate English language proficiency test scores (i.e., ACCESS for ELLs, W-APT, and WIDA MODEL) into classroom practice

Observe and note levels of student performance as a precursor to using WIDA Speaking and Writing Rubrics for formative assessment

Use the Descriptors to advocate on behalf of English language learners

* For these uses, the Can Do Descriptors are also available in Spanish on pp. 8-11 of this booklet.

6

Can Do Descriptors: Grade Level Cluster 9-12For the given level of English language proficiency and with visual, graphic, or interactive support through Level 4, English language learners can process or produce the language needed to:

The Can Do Descriptors work in conjunction with the WIDA Performance Definitions of the English language proficiency standards. The Performance Definitions use three criteria (1. linguistic complexity; 2. vocabulary usage; and 3. language control) to describe the increasing quality and quantity of students language processing and use across the levels of language proficiency.

Level 1Entering

Level 2Beginning

Level 3Developing

Level 4Expanding

Level 5Bridging

Level 6 - ReachingLI

STEN

ING

Point to or show basic parts, components, features, characteristics, and properties of objects, organisms, or persons named orally

Match everyday oral information to pictures, diagrams, or photographs

Group visuals by common traits named orally (e.g., These are polygons.)

Identify resources, places, products, figures from oral statements, and visuals

Match or classify oral descriptions to real-life experiences or visually-represented, content-related examples

Sort oral language statements according to time frames

Sequence visuals according to oral directions

Evaluate information in social and academic conversations

Distinguish main ideas from supporting points in oral, content-related discourse

Use learning strategies described orally

Categorize content-based examples described orally

Distinguish between multiple meanings of oral words or phrases in social and academic contexts

Analyze content-related tasks or assignments based on oral discourse

Categorize examples of genres read aloud

Compare traits based on visuals and oral descriptions using specific and some technical language

Interpret cause and effect scenarios from oral discourse

Make inferences from oral discourse containing satire, sarcasm, or humor

Identify and react to subtle differences in speech and register (e.g., hyperbole, satire, comedy)

Evaluate intent of speech and act accordingly

SPEA

KIN

G

Answer yes/no or choice questions within context of lessons or personal experiences

Provide identifying information about self

Name everyday objects and pre-taught vocabulary

Repeat words, short phrases, memorized chunks of language

Describe persons, places, events, or objects

Ask WH- questions to clarify meaning

Give features of content-based material (e.g., time periods)

Characterize issues, situations, regions shown in illustrations

Suggest ways to resolve issues or pose solutions

Compare/contrast features, traits, characteristics using general and some specific language

Sequence processes, cycles, procedures, or events

Conduct interviews or gather information through oral interaction

Estimate, make predictions or pose hypotheses from models

Take a stance and use evidence to defend it

Explain content-related issues and concepts

Compare and contrast points of view

Analyze and share pros and cons of choices

Use and respond to gossip, slang, and idiomatic expressions

Use speaking strategies (e.g., circumlocution)

Give multimedia oral presentations on grade-level material

Engage in debates on content-related issues using technical language

Explain metacognitive strategies for solving problems (e.g., Tell me how you know it.)

Negotiate meaning in pairs or group discussions

7

Can Do Descriptors: Grade Level Cluster 9-12For the given level of English language proficiency and with visual, graphic, or interactive support through Level 4, English language learners can process or produce the language needed to:

The Can Do Descriptors work in conjunction with the WIDA Performance Definitions of the English language proficiency standards. The Performance Definitions use three criteria (1. linguistic complexity; 2. vocabulary usage; and 3. language control) to describe the increasing quality and quantity of students language processing and use across the levels of language proficiency.

Level 1Entering

Level 2Beginning

Level 3Developing

Level 4Expanding

Level 5Bridging

Level 6 - ReachingRE

AD

ING

Match visual representations to words/phrases

Read everyday signs, symbols, schedules, and school-related words/phrases

Respond to WH- questions related to illustrated text

Use references (e.g., picture dictionaries, bilingual glossaries, technology)

Match data or information with its source or genre (e.g., description of element to its symbol on periodic table)

Classify or organize information presented in visuals or graphs

Follow multi-step instructions supported by visuals or data

Match sentence-level descriptions to visual representations

Compare content-related features in visuals and graphics

Locate main ideas in a series of related sentences

Apply multiple meanings of words/phrases to social and academic contexts

Identify topic sentences or main ideas and details in paragraphs

Answer questions about explicit information in texts

Differentiate between fact and opinion in text

Order paragraphs or sequence information within paragraphs

Compare/contrast authors points of view, characters, information, or events

Interpret visually- or graphically-supported information

Infer meaning from text Match cause to effect Evaluate usefulness of data

or information supported visually or graphically

Interpret grade-level literature

Synthesize grade-level expository text

Draw conclusions from different sources of informational text

Infer significance of data or information in grade-level material

Identify evidence of bias and credibility of source

WRI

TIN

G

Label content-related diagrams, pictures from word/phrase banks

Provide personal information on forms read orally

Produce short answer responses to oral questions with visual support

Supply missing words in short sentences

Make content-related lists of words, phrases, or expressions

Take notes using graphic organizers or models

Formulate yes/no, choice and WH- questions from models

Correspond for social purposes (e.g., memos, e-mails, notes)

Complete reports from templates

Compose short narrative and expository pieces

Outline ideas and details using graphic organizers

Compare and reflect on performance against criteria (e.g., rubrics)

Summarize content-related notes from lectures or text

Revise work based on narrative or oral feedback

Compose narrative and expository text for a variety of purposes

Justify or defend ideas and opinions

Produce content-related reports

Produce research reports from multiple sources

Create original pieces that represent the use of a variety of genres and discourses

Critique, peer-edit and make recommendations on others writing from rubrics

Explain, with details, phenomena, processes, procedures

8

Los Descriptores Can Do trabajan en conjunto con Las Descripciones WIDA de las Habilidades en los niveles de lenguaje acadmico de las normas de desempeo del lenguaje ingls, los cuales usan tres criterios (1. complejidad lingstica; 2. uso de vocabulario; y 3. control del lenguaje) para describir la calidad y la cantidad incremental del procesamiento y uso de lenguaje a travs de los diferentes niveles de desempeo.

Descripcin de Habilidades: Grados Escolares 9-12Dado el nivel de desempeo en ingls y apoyados de grficos, apoyos visuales, y apoyos interactivos hasta el Nivel 4, los estudiantes de ingls pueden procesar o producir el lenguaje que se necesita para hacer lo siguiente:

Nivel 1Entrando

Nivel 2Emergiendo

Nivel 3Desarrollando

Nivel 4Extendiendo

Nivel 5Conectando

Nivel 6 - A

lcanzando ESCU

CHA

R

Sealar o mostrar partes bsicas, componentes, caractersticas, o propiedades de objetos, organismos, o personas segn indicaciones orales

Emparejar informacin oral de la vida diaria con dibujos, diagramas o fotografas

Categorizar y agrupar apoyos visuales segn los rasgos comunes nombrados oralmente (ejemplo: Estos son todos polgonos)

Identificar recursos, lugares, productos, y figuras a travs de declaraciones orales y apoyos visuales

Emparejar o clasificar descripciones orales con experiencias de la vida real o ejemplos presentados con apoyos visuales con contenido acadmico

Clasificar declaraciones orales segn el periodo de tiempo

Ordenar apoyos visuales siguiendo instrucciones orales

Evaluar informacin en conversaciones sociales y acadmicas

Distinguir entre los puntos principales y sus detalles en discurso oral de contenido acadmico

Usar estrategias de aprendizaje descritas oralmente

Categorizar ejemplos con contenido acadmico descritos oralmente

Distinguir entere significados mltiples de palabras o frases dichas oralmente en contextos sociales y acadmicos

Analizar tareas con contenido acadmico segn el discurso oral

Categorizar ejemplos de gneros ledos en voz alta

Comparar rasgos comunes basados en apoyos visuales y descripciones orales usando lenguaje especfico y tcnico

Interpretar situaciones de causa y efecto de un discurso oral

Inferir a partir de un discurso oral que contiene stira, sarcasmo, o humor

Identificar y reaccionar a diferencias sutiles en el estilo de hablar (ejemplo: hiprbole, stira, comedia)

Evaluar el intento del mensaje y reaccionar de acuerdo a lo que evalu

9

Los Descriptores Can Do trabajan en conjunto con Las Descripciones WIDA de las Habilidades en los niveles de lenguaje acadmico de las normas de desempeo del lenguaje ingls, los cuales usan tres criterios (1. complejidad lingstica; 2. uso de vocabulario; y 3. control del lenguaje) para describir la calidad y la cantidad incremental del procesamiento y uso de lenguaje a travs de los diferentes niveles de desempeo.

Descripcin de Habilidades: Grados Escolares 9-12Dado el nivel de desempeo en ingls y apoyados de grficos, apoyos visuales, y apoyos interactivos hasta el Nivel 4, los estudiantes de ingls pueden procesar o producir el lenguaje que se necesita para hacer lo siguiente:

Nivel 1Entrando

Nivel 2Emergiendo

Nivel 3Desarrollando

Nivel 4Extendiendo

Nivel 5Conectando

Nivel 6 - A

lcanzando HA

BLA

R

Contestar preguntas de s/no o de seleccin mltiple dentro del contexto de una leccin o de experiencias personales

Proveer informacin de identificacin de s mismo

Nombrar objetos de la vida diaria y vocabulario pre-enseado

Repetir palabras, frases cortas, y partes del lenguaje que han sido memorizadas

Describir personas, lugares, eventos u objetos

Hacer preguntas interrogativas para clarificar el significado de algo

Dar caractersticas de material de contenido acadmico (ejemplo: pocas en el tiempo)

Caracterizar asuntos, situaciones, y regiones mostradas en ilustraciones

Sugerir maneras con las cuales se pueden resolver asuntos o proponer soluciones

Comparar/Contrastar caractersticas, rasgos y patrones usando mayormente lenguaje general y lenguaje especfico

Ordenar procesos, ciclos, procedimientos o eventos

Hacer entrevistas o obtener informacin a travs de interacciones orales

Hacer una estimacin, predecir, o crear una hiptesis siguiendo un modelo

Declararse a favor de algo y usar evidencia para defender su postura

Explicar asuntos y conceptos del contenido acadmico

Comparar y contrastar puntos de vista

Analizar y compartir los pros y los contras de ciertas decisiones

Usar y responder a chismes, y expresiones idiomticas

Usar estrategias del habla (ejemplo: substituir palabras cuando no saben cmo se dice una palabra)

Dar presentaciones orales con el uso de multimedia sobre el contenido acadmico

Participar en debates relacionados a asuntos de contenido acadmico usando lenguaje tcnico

Explicar estrategias meta-cognitivas para resolver problemas (ejemplo:Dime cmo sabes eso?

Negociar el significado de algo en pares o en plticas del saln

10

Los Descriptores Can Do trabajan en conjunto con Las Descripciones WIDA de las Habilidades en los niveles de lenguaje acadmico de las normas de desempeo del lenguaje ingls, los cuales usan tres criterios (1. complejidad lingstica; 2. uso de vocabulario; y 3. control del lenguaje) para describir la calidad y la cantidad incremental del procesamiento y uso de lenguaje a travs de los diferentes niveles de desempeo.

Descripcin de Habilidades: Grados Escolares 9-12Dado el nivel de desempeo en ingls y apoyados de grficos, apoyos visuales, y apoyos interactivos hasta el Nivel 4, los estudiantes de ingls pueden procesar o producir el lenguaje que se necesita para hacer lo siguiente:

Nivel 1Entrando

Nivel 2Emergiendo

Nivel 3Desarrollando

Nivel 4Extendiendo

Nivel 5Conectando

Nivel 6 - A

lcanzando LE

ER

Emparejar representaciones de apoyos visuales con palabras/frases

Leer seales, smbolos, horarios de la vida diaria y palabras/frases relacionadas con la escuela

Responder a preguntas interrogativas relacionadas con un texto ilustrado

Usar recursos de referencias (ejemplo: diccionarios con dibujos, glosarios bilinges, tecnologa)

Emparejar datos o informacin con su gnero (ejemplo: descripcin de un elemento con su smbolo en la tabla peridica)

Clasificar u organizar informacin presentada en apoyos visuales o grficos

Seguir instrucciones de pasos mltiples usando apoyos visuales o datos

Emparejar descripciones a nivel de oraciones con sus representaciones en apoyos visuales

Comparar caractersticas del contenido acadmico representado en apoyos visuales y en grficos

Localizar ideas principales en una serie de oraciones relacionadas

Aplicar mltiples significados de palabras/frases en diferentes contextos sociales y acadmicos

Identificar oraciones principales, puntos o detalles importantes en un prrafo

Contestar preguntas correlacionadas a informacin especfica de un texto

Diferenciar entre hecho y opinin en un texto

Ordenar prrafos u ordenar oraciones en prrafo

Comparar/Contrastar el punto de vista del autor, los personajes, la informacin o los eventos

Interpretar informacin apoyada por visuales o representada grficamente

Inferir el significado de un texto

Emparejar la causa con su efecto

Evaluar cun til es un tipo de dato o la informacin apoyada visualmente o grficamente

Interpretar literatura a nivel de grado escolar

Sintetizar texto al nivel de grado escolar

Sacar conclusiones por medio del uso de diferentes fuentes de texto informativo

Inferir el significado de datos o de cierta informacin en material del nivel de grado escolar

Identificar cuando hay un cierto prejuicio en un texto o el grado de credibilidad de una fuente informativa

11

Los Descriptores Can Do trabajan en conjunto con Las Descripciones WIDA de las Habilidades en los niveles de lenguaje acadmico de las normas de desempeo del lenguaje ingls, los cuales usan tres criterios (1. complejidad lingstica; 2. uso de vocabulario; y 3. control del lenguaje) para describir la calidad y la cantidad incremental del procesamiento y uso de lenguaje a travs de los diferentes niveles de desempeo.

Descripcin de Habilidades: Grados Escolares 9-12Dado el nivel de desempeo en ingls y apoyados de grficos, apoyos visuales, y apoyos interactivos hasta el Nivel 4, los estudiantes de ingls pueden procesar o producir el lenguaje que se necesita para hacer lo siguiente:

Nivel 1Entrando

Nivel 2Emergiendo

Nivel 3Desarrollando

Nivel 4Extendiendo

Nivel 5Conectando

Nivel 6 - A

lcanzando ESC

RIB

IR

Etiquetar diagramas y dibujos, con contenido acadmico usando bancos de palabras/frases

Proveer informacin personal en documentos ledos

Escribir respuestas cortas, con apoyo visual, a preguntas hechas orales

Proveer las palabras que hacen falta en oraciones cortas

Hacer listas de palabras, frases o expresiones relacionadas con el contenido acadmico

Tomar apuntes usando organizadores grficos o formas modelos

Formular preguntas interrogativas, de s/no o de seleccin mltiple siguiendo ciertos modelos

Mantener correspondencia con diferentes propsitos sociales (ejemplo: notas entre amigos, correos electrnicos)

Completar informes usando plantillas

Componer narrativas cortas o cuentos expositivos

Bosquejar ideas y detalles usando organizadores grficos

Comparar y reflexionar sobre su desempeo en relacin a un criterio de desempeo (una rbrica)

Resumir apuntes de un texto o de una charla de contenido acadmico

Revisar composiciones a travs del uso de una narrativa o de una reaccin oral

Componer narrativas y cuentos de no ficcin con una variedad de propsitos

Justificar o defender ideas y opiniones

Crear informes con contenido acadmico

Crear informes de investigacin usando mltiples fuentes de informacin

Escribir algo original que represente el uso de una variedad de gneros y de discursos

Criticar, editar con compaeros y hacer recomendaciones sobre la escritura de otros usando una rbrica

Explicar con detalles, fenmenos, procesos o procedimientos

12

2012 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium

www.wida.us